E-Learning africa 2007

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Descritpion of WITAR's Burundi Project, which entailed an e-learning component

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  • Hamjambo gnigni?
    The Burundi project: Sewing the digital divide by Empowering Teachers: cool, isn’t it? Then, what is all about? Hummm.
    1 2 3 4 5
    You know what? Last night I couldn’t sleep. I had prepared this presentation months ago and I was so eager to come here and tell you a wonderful success story about our project, with a flashy ppt and all… but no, I changed my mind: I’ll tell you about the messy back office, not the showcase. We will enter the dirty kitchen, not the restaurant, because I think is there that the most interesting things are going on, it’s there that we learn most, by our mistakes. This means that I’ll tell you about what did work, but especially I’ll analyse our failures in order to understand with you why, 2 years after it started, aproject with such a wonderful title is still a “wanna-be” e-learning project, in many ways.
    And to do this, I will use one of my favorite tools for analysing social settings, which I call the Bateson’s magnifier
  • Simply put, in any social settings there is a hierarchy that is really hard to escape: CONTEXT drives RELATIONSHIPS and RELATIONSHIPS drive CONTENT
    In other words, what we say depends on whom we are talking with and whom we are talking depends on what game we are in.
  • E-Learning africa 2007

    1. 1. The Burundi ProjectThe Burundi Project Sewing the Digital DivideSewing the Digital Divide by Empowering Teachersby Empowering Teachers by Paolo Brunello WITARWITAR presentspresents eLearnig Africa 2007eLearnig Africa 2007Nairobi, 28-30 MayNairobi, 28-30 May
    2. 2. Nairobi, Sewing the Digital Divide by Empowering Teachers2 The Bateson’s MagnifierThe Bateson’s Magnifier CONTEXTCONTEXT RELATIONSHIPSRELATIONSHIPS CONTENTCONTENT
    3. 3. Nairobi, Sewing the Digital Divide by Empowering Teachers3 On one side…On one side… 2005200518831883 The Istituto Tecnico Alessandro RossiThe Istituto Tecnico Alessandro Rossi • Heavily contributed to the development of the Veneto regionHeavily contributed to the development of the Veneto region • Founded in 1878 by Alessandro RossiFounded in 1878 by Alessandro Rossi • Trained 5 generations of techniciansTrained 5 generations of technicians WORLD ISTITUTO TECNICO ALESSANDRO ROSSIWORLD ISTITUTO TECNICO ALESSANDRO ROSSI WITARWITAR Istituto Tecnico Alessandro Rossi ALUMNI ASSOCIATION Istituto Tecnico Alessandro Rossi ALUMNI ASSOCIATION Our Mission:Our Mission: PROMOTING THEPROMOTING THE TECHNICALTECHNICAL AND CRAFTAND CRAFT CULTURECULTURE IN THE DEVELOPINGIN THE DEVELOPING COUNTRIESCOUNTRIES Our Mission:Our Mission: PROMOTING THEPROMOTING THE TECHNICALTECHNICAL AND CRAFTAND CRAFT CULTURECULTURE IN THE DEVELOPINGIN THE DEVELOPING COUNTRIESCOUNTRIES 20022002
    4. 4. Nairobi, Sewing the Digital Divide by Empowering Teachers4 The bridgeThe bridge ISTITUTO TECNICOISTITUTO TECNICO ALESSANDRO ROSSIALESSANDRO ROSSI ISTITUTO TECNICOISTITUTO TECNICO ALESSANDRO ROSSIALESSANDRO ROSSI LYCEE TECHNIQUELYCEE TECHNIQUE ALESSANDRO ROSSIALESSANDRO ROSSI LYCEE TECHNIQUELYCEE TECHNIQUE ALESSANDRO ROSSIALESSANDRO ROSSI
    5. 5. Nairobi, Sewing the Digital Divide by Empowering Teachers5 VSAT donated by EUTELSATVSAT donated by EUTELSAT 512 kbps up/dn dedicated512 kbps up/dn dedicated
    6. 6. Nairobi, Sewing the Digital Divide by Empowering Teachers6 On the other side…On the other side… Since 2003 WITAR raised and investedSince 2003 WITAR raised and invested €€ 400.000400.000 supporting thesupporting the LycLycée Technique Alessandro Rossiée Technique Alessandro Rossi The LycThe Lycée Technique Alessandro Rossiée Technique Alessandro Rossi QuickTime™ e un decompressore sono necessari per visualizzare quest'immagine.
    7. 7. Nairobi, Sewing the Digital Divide by Empowering Teachers7 Cultural ContextCultural Context ITALIANITALIAN CULTURECULTURE SchoolSchool CultureCulture BusinessBusiness CultureCulture BURUNDIANBURUNDIAN CULTURECULTURE SchoolSchool CultureCulture BUSINESSBUSINESS CULTURECULTURE INTERNETINTERNET CULTURECULTURE e-Le-L INSTRUCTIONALINSTRUCTIONAL PARADIGMPARADIGM e-L CONSTRUCTIONIST APPROACHe-L CONSTRUCTIONIST APPROACH 6 Feet under6 Feet under
    8. 8. Nairobi, Sewing the Digital Divide by Empowering Teachers8 RelationshipsRelationships ““Rich bazungu”Rich bazungu” ““Poor Africans”Poor Africans” HIERARCHYHIERARCHYHIERARCHYHIERARCHY STATUSSTATUSSTATUSSTATUS
    9. 9. Nairobi, Sewing the Digital Divide by Empowering Teachers9 WITAR e-Learning ProgramWITAR e-Learning Program 11 GOALGOAL3 Drives3 Drives EDUCATIONAL SUPPORTEDUCATIONAL SUPPORTEDUCATIONAL SUPPORTEDUCATIONAL SUPPORT WEBSEARCHING TRAININGWEBSEARCHING TRAININGWEBSEARCHING TRAININGWEBSEARCHING TRAINING DISTANCE LEARNINGDISTANCE LEARNINGDISTANCE LEARNINGDISTANCE LEARNING e - COLLABORATIONe - COLLABORATIONe - COLLABORATIONe - COLLABORATION
    10. 10. Nairobi, Sewing the Digital Divide by Empowering Teachers10 Drive 1Drive 1 EDUCATIONAL SUPPORTEDUCATIONAL SUPPORTEDUCATIONAL SUPPORTEDUCATIONAL SUPPORT IN-HOUSE PUBLISHINGIN-HOUSE PUBLISHINGIN-HOUSE PUBLISHINGIN-HOUSE PUBLISHING TEACHERSTEACHERS STUDENTSSTUDENTS WEB-SUPPORTED TEACHINGWEB-SUPPORTED TEACHINGWEB-SUPPORTED TEACHINGWEB-SUPPORTED TEACHING WEBSEARCHING TRAININGWEBSEARCHING TRAININGWEBSEARCHING TRAININGWEBSEARCHING TRAINING LECTURES PREPARATIONLECTURES PREPARATIONLECTURES PREPARATIONLECTURES PREPARATION
    11. 11. Nairobi, Sewing the Digital Divide by Empowering Teachers11 ICT EmpowermentICT Empowerment PIONEERSPIONEERSPIONEERSPIONEERS OPINION LEADERSOPINION LEADERSOPINION LEADERSOPINION LEADERS
    12. 12. 12Sewing the Digital Divide by Empowering Teachers p a o l o . b r u n e l l o @ w i t a r . o r g Nairobi, 28-30 May 2007 WEB-SUPPORTED TEACHINGWEB-SUPPORTED TEACHINGWEB-SUPPORTED TEACHINGWEB-SUPPORTED TEACHING QuickTime™ e un decompressore DivX 4 sono necessari per visualizzare quest'immagine.
    13. 13. 13Sewing the Digital Divide by Empowering Teachers p a o l o . b r u n e l l o @ w i t a r . o r g Nairobi, 28-30 May 2007 IN-HOUSE PUBLISHINGIN-HOUSE PUBLISHINGIN-HOUSE PUBLISHINGIN-HOUSE PUBLISHING
    14. 14. Nairobi, Sewing the Digital Divide by Empowering Teachers14 EDUCATIONAL SUPPORTEDUCATIONAL SUPPORTEDUCATIONAL SUPPORTEDUCATIONAL SUPPORT VIDEOCONFERENCEVIDEOCONFERENCEVIDEOCONFERENCEVIDEOCONFERENCE TEACHERSTEACHERSTEACHERSTEACHERS STUDENTSSTUDENTSSTUDENTSSTUDENTS 11 - TO - CLASS LESSONS- TO - CLASS LESSONS11 - TO - CLASS LESSONS- TO - CLASS LESSONS DISTANCE LEARNINGDISTANCE LEARNINGDISTANCE LEARNINGDISTANCE LEARNING 11 - TO -- TO - 11 LESSONSLESSONS11 - TO -- TO - 11 LESSONSLESSONS Drive 2Drive 2
    15. 15. Nairobi, Sewing the Digital Divide by Empowering Teachers15 ItalianItalian teacher’s screenteacher’s screen on projector,on projector, captured viacaptured via VNCVNC OnOn Burundian PC:Burundian PC: same appsame app and fileand file OnOn Burundian PC:Burundian PC: same appsame app and fileand file Voice interactionVoice interaction via Skypevia Skype 11 - TO - CLASS LESSONS- TO - CLASS LESSONS11 - TO - CLASS LESSONS- TO - CLASS LESSONS
    16. 16. Nairobi, Sewing the Digital Divide by Empowering Teachers16 MOODLEMOODLEMOODLEMOODLE EDUCATIONAL SUPPORTEDUCATIONAL SUPPORTEDUCATIONAL SUPPORTEDUCATIONAL SUPPORT TEACHERSTEACHERSTEACHERSTEACHERS STUDENTSSTUDENTSSTUDENTSSTUDENTS CLASSCLASS TOTO CLASSCLASSCLASSCLASS TOTO CLASSCLASS e - COLLABORATIONe - COLLABORATIONe - COLLABORATIONe - COLLABORATION TEACHERTEACHER TOTO TEACHERTEACHERTEACHERTEACHER TOTO TEACHERTEACHER Drive 3Drive 3 FAILED
    17. 17. Nairobi, Sewing the Digital Divide by Empowering Teachers17 Why it did fail?Why it did fail? 1.1. Unreliable infrastructureUnreliable infrastructure (black out, connection)(black out, connection) 2.2. MotivationMotivation – Voluntary base:Voluntary base: “You“You workwork for free”for free” – StrongStrong inertiainertia when restructuring job routines towhen restructuring job routines to implement innovation and learningimplement innovation and learning • Pedagogic shift:Pedagogic shift: process vs contentprocess vs content • Language:Language: EnglishEnglish is poorly mastered on both sidesis poorly mastered on both sides • ““PCPC? Sounds? Sounds complicatecomplicate already!”already!” • TrickyTricky Teacher/Student power gameTeacher/Student power game: “: “Students areStudents are generally better than their teacher with PC and English”generally better than their teacher with PC and English”
    18. 18. Nairobi, Sewing the Digital Divide by Empowering Teachers18 Lessons learnedLessons learned 1.1. Context analysisContext analysis vs wishful thinkingwishful thinking ICT EMPOWERMENTICT EMPOWERMENT PIONEERSPIONEERSPIONEERSPIONEERS OPINION LEADERSOPINION LEADERSOPINION LEADERSOPINION LEADERS VISIONVISIONVISIONVISION SKILLSSKILLSSKILLSSKILLS INCENTIVESINCENTIVESINCENTIVESINCENTIVES RESOURCESRESOURCESRESOURCESRESOURCES ACTION PLANACTION PLANACTION PLANACTION PLAN 3.3. Be patient: it will take longer, anywayBe patient: it will take longer, anyway 2.2. Support:Support:
    19. 19. Nairobi, Sewing the Digital Divide by Empowering Teachers19 Contacts & ExtrasContacts & Extras • WEB: www.witar.org • Email: paolo.brunello@witar.org • Phone: Burundi +257 79 90 36 91 Italy +39 329 491 88 80 • Skype: pbrunello ___________________________________ • ITIS Alessandro Rossi: www.itisrossi.vi.it • LTAR Ngozi: www.ltarngozi.org TechnicalitiesTechnicalities FundingFunding SustainabilitySustainability PartnershipsPartnerships
    20. 20. Nairobi, Sewing the Digital Divide by Empowering Teachers20 SustainabilitySustainability • AutofinancingAutofinancing – Computer Literacy coursesComputer Literacy courses – Copy centerCopy center – PC maintenance & technical assistancePC maintenance & technical assistance – Electric installations serviceElectric installations service – Welding and machinery assistanceWelding and machinery assistance • Becoming aBecoming a center of competencecenter of competence for:for: – Photovoltaic installationsPhotovoltaic installations – VSAT installationsVSAT installations
    21. 21. Nairobi, Sewing the Digital Divide by Empowering Teachers21 Financial SourcesFinancial Sources 57% 19% 24% Private (individuals and companies) Private institutions Public WITAR’sWITAR’s efficiency:efficiency: Running costsRunning costs Total expendituresTotal expenditures == 9%9%
    22. 22. Nairobi, Sewing the Digital Divide by Empowering Teachers22 PartnershipsPartnerships • WITAR signed an agreement with theWITAR signed an agreement with the DiocDiocèse deèse de NgoziNgozi, that is supervising the Lycée Technique, that is supervising the Lycée Technique Alessandro RossiAlessandro Rossi • Some collaboration withSome collaboration with Ngozi UniversityNgozi University ______________________________________________________________________________ • EutelsatEutelsat donated the VSAT equipement and thedonated the VSAT equipement and the connection and it is very responsive to our projectconnection and it is very responsive to our project needsneeds
    23. 23. Nairobi, Sewing the Digital Divide by Empowering Teachers23 TechnicalitiesTechnicalities • Videoconference software:Videoconference software: SkypeSkype (www.skype.com)(www.skype.com) • Learning Management System:Learning Management System: MoodleMoodle (www.moodle.org)(www.moodle.org) • Remote Control software:Remote Control software: UltraVNCUltraVNC (http://ultravnc.sourceforge.net)(http://ultravnc.sourceforge.net) • Touchtyping learning software:Touchtyping learning software: TypingmasterTypingmaster (www.typingmaster.com)(www.typingmaster.com) • Server:Server: Ubuntu Linux LTSPUbuntu Linux LTSP (www.ubuntu.com)(www.ubuntu.com)
    24. 24. 24Sewing the Digital Divide by Empowering Teachers p a o l o . b r u n e l l o @ w i t a r . o r g Nairobi, 28-30 May 2007 http://www.edumedia.frhttp://www.edumedia.fr QuickTime™ et un décompresseur TIFF (non compressé) sont requis pour visionner cette image. http://phet.colorado.eduhttp://phet.colorado.edu Learning Objects WebsitesLearning Objects Websites
    25. 25. Nairobi, Sewing the Digital Divide by Empowering Teachers25 What happened so far?What happened so far? 1.1. Heavy Internet useHeavy Internet use 2.2. Autonomous learningAutonomous learning 3.3. Peer-to-peer learningPeer-to-peer learning
    26. 26. Nairobi, Sewing the Digital Divide by Empowering Teachers26 Hurdles to overcomeHurdles to overcome INFRASTRUCTUREINFRASTRUCTURE 1.1. School institutionalSchool institutional “viscosity”“viscosity” andand resilienceresilience 2.2. ComplexComplex system and networksystem and network administrationadministration 3.3. UnreliableUnreliable logisticslogistics in Burundiin Burundi (i.e. black outs, PC failures, etc.)(i.e. black outs, PC failures, etc.)
    27. 27. Nairobi, Sewing the Digital Divide by Empowering Teachers27 Italian teacherItalian teacher prepares a video…prepares a video… Italian teacherItalian teacher prepares a video…prepares a video… Video isVideo is shown toshown to BurundianBurundian classclass Video isVideo is shown toshown to BurundianBurundian classclass ……transmittedtransmitted and shown toand shown to Burundian teacherBurundian teacher ……transmittedtransmitted and shown toand shown to Burundian teacherBurundian teacher Burundian teacherBurundian teacher prepares classprepares class to watch itto watch it Burundian teacherBurundian teacher prepares classprepares class to watch itto watch it VideoconferenceVideoconference betweenbetween Burundian classBurundian class andand Italian teacherItalian teacher to discuss itto discuss it VideoconferenceVideoconference betweenbetween Burundian classBurundian class andand Italian teacherItalian teacher to discuss itto discuss it VIDEOCONFERENCEVIDEOCONFERENCEVIDEOCONFERENCEVIDEOCONFERENCE
    28. 28. Nairobi, Sewing the Digital Divide by Empowering Teachers28 w w w . l t a r n g o z i . o r g / m o o d l ew w w . l t a r n g o z i . o r g / m o o d l e

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